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Artykuły w czasopismach na temat "Tufts College School of Religion"
Kynell, Teresa. "English as an Engineering Tool: Samuel Chandler Earle and the Tufts Experiment". Journal of Technical Writing and Communication 25, nr 1 (styczeń 1995): 85–92. http://dx.doi.org/10.2190/7l28-aqt3-pvu7-tyc5.
Pełny tekst źródłaAnthony, Francis-Vincent. "Religion, Ecology and Human Flourishing". Journal of Empirical Theology 36, nr 1 (3.11.2023): 20–44. http://dx.doi.org/10.1163/15709256-20231141.
Pełny tekst źródłaSheret, Larry. "Theology & Religion". Charleston Advisor 23, nr 2 (1.10.2021): 50–53. http://dx.doi.org/10.5260/chara.23.2.50.
Pełny tekst źródłaB. Carreon, Erine Raeane. "Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum". Asian Journal of Education and Social Studies 50, nr 7 (28.06.2024): 494–504. http://dx.doi.org/10.9734/ajess/2024/v50i71479.
Pełny tekst źródłaGage, Cynthia Reifsteck. "Grappling With Gender, Religion, and Higher Education in the South: Mary Sharp College from Its Founding Through the Civil War". Journal of Curriculum Studies Research 4, nr 1 (18.02.2022): 31–42. http://dx.doi.org/10.46303/jcsr.2022.4.
Pełny tekst źródłaAndersen, Kirsten M., i Lakshmi Sigurdsson. "Praksisnær viden og refleksion over religion og dannelse". Tidsskrift for Professionsstudier 15, nr 29 (21.10.2019): 54–61. http://dx.doi.org/10.7146/tfp.v15i29.116406.
Pełny tekst źródłaWolcott, Barbara. "Role Models Needed". Mechanical Engineering 123, nr 04 (1.04.2001): 46–51. http://dx.doi.org/10.1115/1.2001-apr-1.
Pełny tekst źródłaWalker, Andrea C., John D. Hathcoat i Illene C. Noppe. "College Student Bereavement Experience in a Christian University". OMEGA - Journal of Death and Dying 64, nr 3 (maj 2012): 241–59. http://dx.doi.org/10.2190/om.64.3.d.
Pełny tekst źródłaPogorzała, Ewa. "Jewish schools in Lodz in the late 1940s." Facta Simonidis 5, nr 1 (31.12.2012): 165–76. http://dx.doi.org/10.56583/fs.258.
Pełny tekst źródłaPlacher, William C. "Preaching the Gospel in Academy and Society". Theology Today 49, nr 1 (kwiecień 1992): 5–20. http://dx.doi.org/10.1177/004057369204900102.
Pełny tekst źródłaRozprawy doktorskie na temat "Tufts College School of Religion"
King, Deena. "Alcohol Use and Religiosity Among College Students". BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/938.
Pełny tekst źródłaLeary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Pełny tekst źródłaLewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics". Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
Pełny tekst źródłaMasango, Jefrey. "The applicability of the phenomenological method to the teaching and learning of religious and moral education in tertiary primary teacher education institutions in Zimbabwe : a case study of Mkoba Teachers College". Diss., 2019. http://hdl.handle.net/10500/26746.
Pełny tekst źródłaThis research is a case study conducted at Mkoba Teachers’ College from 2017 to 2019 which aimed at establishing the applicability of the phenomenological method to the teaching and learning of Religious and Moral Education (RME) in Tertiary Primary Teacher Education institutions in Zimbabwe. The majority of the student teachers were Christians and had a negative attitude towards African Indigenous Religions (A.I.Rs). They also showed little knowledge of concepts in African Religions yet the old and new syllabus in RME and Family, Religion and Moral Education (FAREME) respectively required them to use the multi-faith approach and to view all religions they may encounter in the classroom with equal importance. This research sought to determine the extent to which the phenomenological method can change the student teachers’ negative attitude to/ and increase their knowledge of A.I.Rs, thus preparing them for the task of religious education in future. In the theoretical framework, the researcher discussed the concept of Religious Education (R.E) and reviewed related literature on approaches to R.E, the history of R.E in pre-colonial and post-colonial periods in Zimbabwe and recent researches in R.E in order to gain insights on historical developments and current trends in the field of R.E. The researcher selected ten (10) participants who belonged to various Christian denominations using the purposive sampling strategy. Qualitative methods of generating data used were unstructured interviews, field work, both participant and non participant observation, and focus group discussion. After field work, participants applied the phenomenological method to the bira ceremony and discussed religious artifacts encountered during field work. On the whole, the phenomenological method increased the participants’ knowledge of A.I.Rs and significantly changed their attitude towards it. Despite the participants’ strong Christian background, they were able to separate the demands of their commitment to personal faith and the requirements of the phenomenological method. The study makes some recommendations,some of which are the use of the phenomenological method together with the multi-faith and comparative religion approaches in the College R.M.E curriculum.
Religious Studies and Arabic
M.A. (Religious Studies)
Mondésir, Lindbergh. "Une culture du pluralisme religieux chez les jeunes au Collège Saint-Viateur de Ouagadougou comme prophylaxie contre l’intégrisme religieux au Burkina Faso". Thèse, 2013. http://hdl.handle.net/1866/10373.
Pełny tekst źródłaSaint-Viator College at Ouagadougou in Burkina Faso (West Africa) is a Catholic school, the mission of which is to evangelize the youth that attend it, while assuring them a Christian education of quality. Besides the Catholics, many of the students are Muslims, Protestants or Animists. There is therefore a religious diversity among the educational community. Since this situation has been accepted and recognized as such, we may very well speak of religious pluralism. In such a context, one must really wonder if it is always pertinent to want to evangelize the young Catholics as well as the students belonging to the other religions, or must we simply educate them to become better human beings in their own religion. This question leads us to an adventure of five chapters corresponding to the five stages of pastoral praxeology. The first chapter depicts the educational community of Saint-Viator College, in the pluralistic context of Burkina Faso, and demonstrates the strengths and weaknesses of the manner by which religious diversity is managed. The second chapter poses the problem of the relevance of the evangelization of youth of different religions, by ensuring their Christian education. The third chapter illustrates a hermeneutic of the act of evangelizing youth, taking into account the positive theological perspective of religious pluralism, in relation to the Church’s magisterium regarding Christian education of youth. The fourth chapter puts forth four proposals so that the evangelization of youth, in this context of religious pluralism, may take on the meaning of an integral education that draws the youth to becoming better human beings in their own faith. Finally, the fifth chapter expresses the hopes and beneficial effects of a culture of religious pluralism among the youth at Saint-Viator College of Ouagadougou. This culture would constitute simultaneously an evangelical prophylaxis against religious fundamentalism/integrism within the educational community and within the society of Burkina Faso.
Książki na temat "Tufts College School of Religion"
Byers, David P. College-prep homeschooling: Your complete guide to homeschooling through high school. Denver, Colo: Mapletree Pub. Co., 2008.
Znajdź pełny tekst źródłaJerilee, Grandy, red. The image of ministry: Attitudes of young adults toward organized religion and religious professions. Princeton, NJ: Educational Testing Service, 1994.
Znajdź pełny tekst źródłaIchilov, Orit. Between state and church: Life-history of a French-Catholic school in Jaffa. Frankfurt am Main: P. Lang, 1996.
Znajdź pełny tekst źródłaThe making of a Reform Jewish cantor: Musical authority, cultural investment. Bloomington: Indiana University Press, 2009.
Znajdź pełny tekst źródłaUkrainian drama and theater in the seventeenth and eighteenth centuries. Toronto: Canadian Institute of Ukrainian Studies Press, 2008.
Znajdź pełny tekst źródłaPat, Williams. Play to win (for guys): Strategies for success in the game of life. Grand Rapids, MI: Baker, 2003.
Znajdź pełny tekst źródłaFife, Brian L. School desegregation in the twenty-first century: The focus must change. Lewiston, N.Y: E. Mellen Press, 1997.
Znajdź pełny tekst źródłaGreen, Cary J. Success Skills for High School, College, and Career (Christian Edition), Revised. Skills 4 Students, LLC, 2020.
Znajdź pełny tekst źródłaGray, Asa. Natural Science And Religion: Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
Znajdź pełny tekst źródłaGray, Asa. Natural Science And Religion: Two Lectures Delivered To The Theological School Of Yale College. Kessinger Publishing, LLC, 2007.
Znajdź pełny tekst źródłaCzęści książek na temat "Tufts College School of Religion"
Freeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970". W Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.
Pełny tekst źródła"Maria A. Oquendo". W Psychiatrists on Psychiatry, redaktorzy Dinesh Bhugra, Mariana Pinto Da Costa, Hussien El-Kholy i Antnio Ventriglio, 159—C17P69. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/med/9780198853954.003.0018.
Pełny tekst źródłaDavis, Christina P. "School Segregation and Language-Based Ethnic Divisions". W The Struggle for a Multilingual Future, 24–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.003.0002.
Pełny tekst źródłaGlennon, Fred. "Religion and Healing for Physician’s Assistants". W Teaching Religion and Healing, 293–306. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0019.
Pełny tekst źródłaFinkler, Kaja. "Teaching Religion and Healing at a Southern University". W Teaching Religion and Healing, 47–58. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195176438.003.0003.
Pełny tekst źródłaMyerson, Joel. "Ralph Waldo Emerson, “Divinity School Address” (1838)". W Transcendentalism, 230–45. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195122121.003.0016.
Pełny tekst źródłaCanady, Andrew McNeill. "Professionalizing the Southern YMCA". W Willis Duke Weatherford. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168159.003.0005.
Pełny tekst źródłaRichards, Joan L. "The Road to Unitarianism". W Generations of Reason, 60–72. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300255492.003.0005.
Pełny tekst źródłaAnderson, Robert. "Paul Wood (ed.), Thomas Reid and the University (Edinburgh: University Press, 2021) ISBN 978–0–7486–1712–8". W History of Universities: Volume XXXV / 2, 202—C8.P9. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192884220.003.0008.
Pełny tekst źródłaEllis, Michael. "Stages of Grief, Spirituality, and Religion". W Caring for Autism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190259358.003.0015.
Pełny tekst źródłaRaporty organizacyjne na temat "Tufts College School of Religion"
Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems i Lisa Howley, red. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, marzec 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.
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